problem solving approach at organizational development activities: a research at karabuk university

Procedia - Social and Behavioral Sciences 99 ( 2013 ) 322 – 331

1877-0428 © 2013 The Authors. Published by Elsevier Ltd.Selection and peer-review under responsibility of the International Strategic Management Conference.doi: 10.1016/j.sbspro.2013.10.500

ScienceDirect

9th International Strategic Management Conference

Problem solving approach at organizational development activities: A Research at Karabuk University

Abdullah Karakayaa b

a,b,

Abstract

Hence rapid change and extensive competition, organizations have to ensure the persistence of their organizational development (OD) activities . The goal of this study is to inquire OD activities devoted to solving problems at organizational e-learning processes. The study consists of two sections. While the first section includes the literature about OD and Problem Solving Approach, the second includes the field research on stude about relatively new online distance education (DE) program. To overcome the difficulties based on affordability, number of instructors, infrastructure etc., Karabuk University management has strategically decided limited number of classes which have already been part of formal education so far, to be offered by distance education method. This study especially focuses

ticality and acceptance level of this new process. Direct survey has been implemented at this study and the datas obtained have been analyzed by using frequency and one-sample t tests. The results show that there is no overall negative perception against DE, students perceive DE as a practical, economic and innovative method, students are inclined to computer use, related departments interfere in problem solving in time, it is still believed that the in-class education is the best learning method and studeaccess causes problems in the DE system. Increasing interactivity in DE programs, noticing the importance of face-to-face communication, promoting activities out of virtual classroom and raising the number of computers offered tmay be beneficial for DE system efficacy and consistent improvement. It is aimed to find out present and possible problems

improvement efforts.

Key words: Organizational Development, Problem Solving, Distance Education __________________________________________________________________________________________ Corresponding author. Tel. + 90-541-487-6351 fax. +90-370-433-6604

Email address: [email protected]

Available online at www.sciencedirect.com

323 Abdullah Karakaya and Kasim Yılmaz / Procedia - Social and Behavioral Sciences 99 ( 2013 ) 322 – 331

1. Introduction

Organizations are sum of systematic operations created by people who come together in order to achieve their common goals. They may be strong and have longer life span providing that they successfully use scarce resources gathered for the achievement of the common goal in the most efficient way.

Organizations continuously have to maintain their competitiveness capability in order to survive and grow in

an extensively changing and challenging environment. Their ability of keeping pace with the competition is directly proportional to their flexibility, management efficacy and open mindedness to change and innovation. OD consists of deliberate change and development activities emerged from the fact that 'Change is Inevitable'. Organizational change and development activities may be associated with the studies related to detect, identify, reduce or resolve existing or probable organizational problems. Only the organizations which are able to identify their problems timely and accurately can consciously and proactively start OD activities in accordance with their organizational objectives.

Although OD is essentially a people-oriented process, it also includes the efforts of better achievements in the

fields of working conditions, manufacturing technology, financial and physical infrastructure etc. OD is harmonizing personal and organizational goals in order to create coherent and efficient teams in the workplace in accordance with the mission and interests. It is aimed to reduce negative behaviours hampering change in organizations by taking responsibility and voluntary participation in continuous improvement activities.

2. Literature Review And Hypotheses

2.1. The Definition of and Historical Developments at OD OD is a comprehensive and multi-dimensional concept, therefore it does not have a single, exact definition.

Instead, researchers focus on different points of OD definitions, according to their own field of interest. Some OD definitions are submitted below in order to give an idea about that broad range. OD is mainly ensuring the organization reach its goals by improving the individual and group performance (Burke et al., 2004). OD activities are planned change efforts. OD is a concious and planned act of change jointly performed by managers, change experts and employees to solve a problem. In the heart of this change act, achieving organizational efficiency with humanitarian and democratic emphasis exists (Maes et al., 2011).

The OD concept can be considered at micro and macro levels. While at micro level, OD contains information

about individuals and personal interactions inside the organization, at macro level it focuses on information about strategy development, work force coordination and external factors OD consists of organizations' long range efforts to improve their abilities of problem solving and coping with external environmental changes with the help of a behavioral science expert, either from inside or outside of the organization who is usually called as 'change agent' (French, 1969).

expert using behavioral science techniques to improve the efficiency and health of overall organizational systems. In this way it is aimed to start and perform a planned change to organise the relations between organizational culture, structure, processes and technology

OD activities have five distinctive features discrete from other management techniques. First OD is interested

in change at a system's strategy, structure and processes. Second OD techniques and applications depend on behavioral science information and practices. These applications and techniques may include leadership, group dynamics and work design at micro level and strategy, organization design and international relations at macro level. Third, OD manages a planned change. Planned change includes planning to identify and solve organizational problems. Fourth OD is design, enforcement and strengthening the change. Finally, the OD is focused on increasing organizational efficiency (Cummings and Worley, 2008).

Historically OD is based on psychology and philosophy Lewin founded

Group Dynamics Research Center at Massachusetts Institute of Technology in 1944. OD researchers inherited his two main opinions. The first is field theory and the second is Group Dynamics concept. According to field theory, organizations are in a state of equilibrium as a result of struggles between groups who drive the change and resist against it. Group dynamics are related to changing behaviors in groups. In this change concept there


are three stages. These stages are called as unfreezing, change and refreezing. Unfreezing indicates judging and criticizing a group behaviour and reaching the consciousness of the change need. After the behavioral change, refreezing means getting used to the new behaviour and reinforcement (Burnes, 2004).

Among Lewin's studies T-Group and Laboratory Training have a great importance. His studies reveal that

despite individual differences, members of a group may act harmoniously towards a common goal. He points out the significance of common fate and occupational interdependence while determining group dynamics. If individuals anticipate their own fate is depended on the group's, which they are members of, they will willingly share the group's responsibilities. According to occupational interdependence dynamic, if the group members sense they need each others to reach the group's common goal, they easily understand and support each others (Smith, 2001).

In 1950s laboratory training transformed into a mode of operation focusing on organization as a whole.

Towards the end of 1960s the term of 'organizational development' was started to be used to express organizational improvement activities. With increasing research in this area in 1980s, OD evolved into a social science sub-discipline today.

2.2. Characteristics and Objectives of OD

OD activities human resources focusing at openness, integrity, self-confidence and innovation. It is vital to develop harmonious and efficient human relations oriented to common goals and benefits. Rice points out that organizational structure determined in compliance with the goal also affects OD activities. Therefore organizational structure must be consistent with the organizational vision, mission and employees' personality (Rice, 1977). This relation may be seen in Figure 1 below:

Figure 1. Fields interrelated with each other at OD activities (Rice, 1977).

OD is focused at human behaviours. Conflicts are integral parts of human behaviors and they are inevitable where human are. Conflicts have a positive effect on creative thinking, change and progress both at workplace and in society. OD activit , they are deliberate, planned and persistent processes. OD consists long-term efforts and its ultimate goal is increasing efficiency and success of the organization. Since OD focuses on human behaviours rather than organizational structure, a behavioral science expert is usually involved in OD activities. This expert determines and utilizes appropriate intervention

. Sugarman, ncept. Organizational

transformation learning institutions. Organizational transformation is based on two main basis; 'grow' and 'drive'. Drive refers to managers' coersive and leading acts on employees by using their administrative powers for changing the structure of the organization. Grow driven activities implies the methods and techniques such as empowering the employees by enhancing their learning and problem solving skills, increasing the organizational performance by learning based leadership and teamwork (Sugarman, 2007).

Either commercial or not every organization has a mission and operates in a rapid and constantly changing

environment. They have to predict future changes, use them to their advantages and survive in an intensively competitive environment (Efil, 2010). Organizations have to attain a quality benchmark with their services or products. They strive to utilize their capital, human and financial resources in the most optimal and efficient way

Efficiency is the result of a perfect management At personal level, building better inter-personal relations, understanding self and others correctly, establishing

a functional communication through the group, sharing the responsibilities willingly and consciously, and having an ability of identifying and solving problems by teamwork are main objectives of OD activities. At organizational level OD aims to improve decision making mechanism, enhance the system concept, strenghten

Vision/Mission Organizational Structure

Behaviours Values


the ability of obtaining productive results from conflicts, create an open-minded attitude towards change and innovation, set up a proper reward and encouragement system

OD activities' main goal is having the organization's spirit to be shared by employees willingly and

consciously. Researchers describes the term of organizational spirit as ' the sum of the organizational experiences which guides the employees' working to reach their personal, organizational and social objectives'. These experiences are in conformity with the employees' personal and organizational values, objectives, missions and visions (Aldridge,2011).

In US there are two approaches about change interventions. First one is technical infrastructure oriented and

the second is human resource oriented. While infrastructure oriented change interventions include the efforts about work-flow and performance, human resource oriented activities focus on change efforts about relations between individuals and groups. OD activities tend to pay more attention to form more humanistic working

(Burke et al., 2004).

2.3. Problem Solving Approach (PSA) at OD Process

Organizational development activities usually starts with an aim to prevent or solve existing and potential problems. Problem solving approach is related to evaluating the measures taken intended to solve the problems in a system integrity. Problem solving consists of various stagessubstitute for whole OD activities but do constitute an important part of it

OD consultants Gouillart and Billings states that the first step in building -

a large problem. They co-creation for collaborative efforts which create value for employees and their organizations. Organization and constituencies who have an interest in that large problem will contribute to solution by engaging and interacting in jointly created platforms (Gouillart & Billings:2013).

Osborn and Parnes define Creative Problem Solving as a six-stage process. These stages are; 1- Forecasting and perceiving the threats; This is the initial stage. At this stage, sensitivity is increased,

possible threats are evaluated and priority is given to one of them. 2- Gathering information about the threat; Maximum information is gathered about the identified threat. Multi

dimensional evaluations are performed about the threat. The factors affecting the threat most are identified precisely and accurately.

3- Detecting and defining the problem; At this stage the problem is defined clearly. 4- Creating opinions; At this stage many alternative solutions are produced without making a final decision. 5. Determining the solution; The criteria about choosing the right solution is specified at this stage. The best

solution according to specified criteria is chosen. 6. Applying the solution; Appropriate measures are taken to apply the right solution. An action plan is

designed and implemented.The results of the action plan are continuously re-evaluated so that a control cycle may be established (Giangreco et al.,1994).

The most important stage at problem solving process is detecting the problem. While there are many different

detecting concepts in literature, the most well-knowns are system, contingency and field of strength analyze approaches 2008). In the system approach, organizations are perceived as a whole system with their sub-systems and processes. It is assumed that a partial problem affects the whole system eventually. It is essential to understand the relevance between processes to evaluate the system as a whole. System approach aims to develop models not only by examining interdepartmental processes within a scope of simple cause-effect relationship but also by focusing the mechanism which generates unwanted results and Kutanis, 2002). According to contingency approach organizational structure and processes are constantly in mutual interaction with internal and external factors and are continuously reshaped with those effects. Different cases must be solved considering their own specific and distinctive context. ku and , 2012). Field of Strength Analyzing Approach asserts that within the stage of detecting and defining problems, the forces which support or resist against change and progress activities aimed at solving organizational problems have to be determined clearly. New behaviours are formed at a point of equilibrium which is the result of struggle between the forces resisting or supporting change and , 2006).


Eager to start working on solutions to innovation challenges, companies often don t spend enough time and

The results are missed opportunities, wasted resources, and initiatives that are out of sync with the organizational strategy. Defining problems involves four steps: Clarifying the internal or external need for a solution, articulating the strategic importance of the solution to the firm, researching how the firm and other organizations have already tried to solve the problem and creating a clear and complete description of the problem (Spradlin, 2012).

Karabuk University strategically decided to offer e-training in specific fields. Rapid changes in information

technology and national education policies focusing on workforce training, vocational and adult education forced universities to renew their traditional education policy. In last 20 years competition between universities offering e-learning increased significantly. E-learning is a radical change in formal education. Like all changes in organizations they have supporters and resisters. More field studies are needed to be performed to detect and define problems in e-overall OD activities. The objectives of business process improvement are effectiveness, efficiency and adaptability. Effectiveness is related to producing desired results while efficiency is related to minimizing the use of resources. Adaptability means flexibility in the face of changing (Page, 2010)

As a result, OD refers to dynamic and broad change, progress and continuous improvement activities which

usually starts with Probblem Solving Approaches.

2.4. Development of Hypotheses

The field study aims to identify the perceptions of the students who are taking some of their courses online through distance education while they are taking the rest of their courses through formal education. The hypotheses were developed from the questions about functional variables.

For example hypotheses related to second question which is about system efficiency and seventh question

which is about infrastructure are as follows: H2 At DE method listening is very boring. H7 Karabuk University has adequate equipment infrastructure to perform DE.

3. Methodology

3.1. Research Goal

The Research goal is to inquire how offering limited number of formal education courses by distance education method affects Karabuk University's OD activities. Sub-objectives of the research are as follows:

To search how efficient the DE method is. To search how compatible the DE system infrastructure is. To search what students' acceptance level of new DE system is. To detect problems in DE system.

With above mentioned goal and sub-objectives a questionnaire has been conducted with those students who

started to take limited number of courses chosen by university management online with DE method at Karabuk University since 2011/2012 academic year.

3.2. Sample and Data Collection

The universe of this field research consists of 4219 formal education students who started to take four courses chosen by the university management by DE method since 2011/2012 academic year. Face to face questionnaire has been conducted with 325 students representing this universe ( , 2005). The questionnaire subjects have been selected by using simple random sampling method.

Questionnaire includes thirty-seven questions. While seven of them are related to demographic characteristics of the questionnaire subjects, the other thirty questions are about functional variables. Categorized scale is used


in this questionnaire since the variables are about subjective perceptions and it is difficult to assign certain values for variables. Datas obtained by questionnaire have been subjected to frequency and significance tests. In analyzing gathered information, number and percentage method have been used for definitive datas and one-sample t test technique for functional variables. 3.3. Analyses and Results

In this study gathered information was analyzed with different methods for definitive data and functional variables. While number and percentage method was used definitive data analyze, the one-sample t test technique was used for functional variables. P values were used to interpret significance1 levels. Questionnaire statements and relevant data were classified and tabulated under four groups as system efficiency, system infrastructure, students' perception about adapting DE system and problems in the system. Table 1 shows definitive datas, numbers and percentages below.

Tablo 1: Definitive datas

Specifications Groups Number Percent. (%)

Sex Female 141 43

Male 184 57

Age

22 years old and less 315 97

23-30 years old 8 3

31 years old and over 2 0

Duration of being as a student at Karabuk University

1 year and less 153 47

2-4 years 158 49

More than 4 years 14 4

Duration of total computer use

1 year and less 35 11

2-3 years 38 12

4 years and over 252 77

Type of student residence

Private student dormitories 98 30

Public student dormitories 84 26

With own family 51 16

Alone in rental house 10 3

With friends in rental house 71 22

Private hotels/hostels 11 3

Ownership of the computer used

Mine 164 50

University's 32 10

My friend's 12 4

Internet Cafe's 48 15

Unable to access any. 69 21

Faculty/Program being attended at Karabuk University

Faculty of Literature 24 7

Faculty of Science 30 9

Faculty of Fine Arts/Design 23 7

Faculty of Economics 0 0

Faculty of Religious Studies 0 0

Fac. of Business Management 31 9

Faculty of Engineering 32 10

Fac. of Technical Education 0 0

Faculty of Technology 15 5

Health College 35 11

1 P < 0.001*** means 'Very High Level of Significance' P < 0.01** means 'High Level of Significance' P < 0.05* means 'Considerable Level of Significance' P>0.05ns means 'Non-Significant'.


College of Physical Education 32 10

Colege of Foreign Languages 0 0

Eskipazar Vocational College 30 9

Ka Vocational College 32 10

Safranbolu Voc. College 41 13

As shown in Table 1, 43% of participants were female, 97% of participants were under 22 years of age, 47% had been in the university for equal or less than 1 year and 49% of them for 2-4 years, 77% of participants had been accustomed to computer use for more than 3 years, a total of 56% resided at private or public dormitories, 16% lived with their families and 22% rented house with their friends, 50% had their own computers, 21% had no access to any computer, 10% used computers belonged to university and 15% attended online DE courses by using computers in internet cafes. If there wasn't any student who wanted to participate at questionnaire willingly or DE was not introduced at all yet in some faculties or programs, the number was shown as '0' in Table 1.

The analysis results relevant to the perceptions about efficacy of DE method are as seen in Table 2. Table 2: Distance Education Method Efficacy Perceptions

No Statements T Results

2 Listening to the courses through DE method is very boring. -2.072 .039 P < 0.05*

3 Courses taken through DE method are less learned. -5.501 .000 P < 0.001***

13 Courses taken through DE method cause waste of time. 2.588 .010 P < 0.05*

15 DE lecture notes facilitate learning. 15.193 .000 P < 0.001***

16 At DE courses there aren't enough homework projects or assignments. -1.326 .186 P >0.05 ns

21 DE method is not favorable for History courses. 1.864 .063 P >0.05 ns

22 DE method is not favorable for Turkish Language courses. 1.727 .085 P >0.05 ns

23 DE method is not favorable for Technology Principles courses. -0.617 .537 P >0.05 ns

24 DE method is not favorable for English courses. -0.245 .806 P >0.05 ns

25 Listening to my courses at home is more efficient for me rather than in classroom. 22.313 .000 P < 0.001***

26 Some students' behaviours are very distracting for me in classroom environment. 8.793 .000 P < 0.001***

27 Face-te-face education in school is the ideal method of learning. -7.717 .000 P < 0.001***

28 Lessons are learned better by face-to-face education. -9.059 .000 P < 0.001***

As shown in Table 2; ' Courses taken through DE method are less learned.', 'DE lecture notes facilitate

learning', ' Listening to my courses at home is more efficient for me rather than in classroom', ' Some students' behaviours are very distracting for me in classroom environment', ' Face-te-face education in school is the ideal method of learning' and ' Lessons are learned better by face-to-face education' statements were found significant in a very high level (P < 0.001***). Additionally, ' Listening to the courses through DE method is very boring' and ' Courses taken through DE method cause waste of time' statements were found significant in a considerable level (P < 0.05*). But ' At DE courses there aren't enough homework projects or assignments' and ' DE method is not favorable for History, Turkish Language, Technology Principles and English courses ' statements were found non-significant (P>0.05ns).

The analysis results relevant to the perceptions about DE system infrastructure are as seen in Table 3.

Tablo 3: Analysis results on perceptions about DE system infrastructure


6 I usually have technical difficulties at on-line connection to DE courses. -8.693 .000 P < 0.001***

7 Karabuk University's equipment infrastructure is adequate for DE method. 23.602 .000 P < 0.001***

9 Karabuk University University uses adequate quality software for DE courses. 19.419 .000 P < 0.001***


10 Karabuk University's total DE capacity is not adequate for total DE students. 3.029 .003 P < 0.01**

12 I usually have difficulty finding a computer with internet for DE classes. 3.811 .000 P < 0.001***

Table 3 shows that, ' I usually have technical difficulties at on-line connection to DE courses', 'Karabuk

University's equipment infrastructure is adequate for DE method', 'Karabuk University University uses adequate quality software for DE courses' and ' I usually have difficulty finding a computer with internet for DE classes' statements were found significant in a very high level (P < 0.001***). In addition ' Karabuk University's total DE capacity is not adequate for total DE students' statement was found significant in a high level (P < 0.01**).

Table 4 shows the analysis results of perceptions about in what level the students adopted DE method as a

new system. Table 4 : Analysis results on perceptions about acceptance level of DE method


1 DE method is a technologic innovation. 7.833 .000 P < 0.001***

4 DE method is an unnecessary application. 2.523 .012 P < 0.05*

5 DE method is just a way of making more money by universities. 9.945 .000 P < 0.001***

8 I found DE method as very practical after I started using it. 23.532 .000 P < 0.001***

17 DE method is very affordable for me. 22.065 .000 P < 0.001***

20 A little resilience against DE method is normal just because it is a new system. 8.243 .000 P < 0.001***

29 I think it is convenient for me to take all of my courses through DE method. 31.806 .000 P < 0.001***

30 DE method will be used more than today's level by universities in the future. 14.404 .000 P < 0.001***

According to the results shown in Tablo 4, ' DE method is a technologic innovation', ' DE method is just a

way of making more money by universities', ' I found DE method as very practical after I started using it', ' DE method is very affordable for me', ' A little resilience against DE method is normal just because it is a new system', ' I think it is convenient for me to take all of my courses through DE method' and ' DE method will be used more than today's level by universities in the future' statements were found significant in a very high level (P < 0.001***). At the same time ' DE method is an unnecessary application' statement was found significant in a considerable level (P < 0.05*).

Analysis results related to the perceptions about problems in DE method applications are as seen in Table 5. Table 5 : Analysis results about problems in DE applications


11 Problems encountered in DE system were always solved by technicians in time. 22.229 .000 P < 0.001***

14 Communication with the lecturer is limited in DE method. 1.147 .252 P >0.05 ns

18 Lecturers were always attentive with their courses in DE method. 9.620 .000 P < 0.001***

19 I was informed adequately about how to use DE method. 20.328 .000 P < 0.001***

Table 5 shows that ' Problems encountered in DE system were always solved by technicians in time', '

Lecturers were always attentive with their courses in DE method' and ' I was informed adequately about how to use DE method' statements were found significant in a very high level (P < 0.001***) but ' Communication with the lecturer is limited in DE method' statement was found non-significant (P>0.05ns).

4. Conclusion

Constant searches for new methods become necessary in education sector with the effects of rapid developments and change in information technology and several other environmental factors. DE method has emerged in parallel with these searches and has been found widely applicable. In this study, the students'


perceptions about DE method were examined in four categories; DE method efficacy, DE system infrastructure, DE system acceptance level and problems encountered with DE method.

Analysis results about DE method efficacy from Table 2 showed that respondents found attending their

courses as they were in the comfort of their homes online more efficient than in-class education. They thought DE lecture notes facilitated learning and some students' behaviors were very distracting for them in classroom. They didn't agree that DE method wasn't favorable for History, Turkish Language, Technology Principles and English courses. They also didn't agree that there weren't enough homework projects or assignments at DE courses. These were perceptions about efficacy in favour of DE method. There were also unfavourable perceptions about DE system efficacy. Respondents thought that by DE method courses were less learned. They significantly believed that face-to-face education was the ideal one and lessons were learned better by that way. They also believed listening to the courses given by DE method was very boring and waste of time significantly in a considerable level.

Reducing the number of each DE classes, enhancing interactive applications, enriching the equipments and

techniques which may improve lecturer-student communication and testing students' achievement level more often may increase efficacy of DE method.

According to Table 3 analysis results about DE system infrastructure, respondents were satisfied with

university's DE equipment infrastructure and software used in DE method. But they stated that they usually had difficulty finding a computer with internet for DE classes and they usually had technical problems at online DE connection, significantly in a very high level. They also perceived that the Karabuk University's total DE capacity wasn't adequate for total DE students significantly in a high level.

It is very essential to enhance and improve DE system infrastructure investments consistently to prevent

capacity and connection problems. Intense efforts have to be made and coordinated by and between university administration, public and private student dormitories to support needy students for accessing a computer with internet for DE courses. The interrruptions at DE courses because of technical problems at online connections have a significant negative impact on student and lecturer motivation.

Most of the perceptions about DE method acceptance level were in favor of the DE system as seen in Table 4.

Respondents perceieved DE method as a technologic innovation, very practical, affordable and system of the future. They thought a little resilience against DE method was normal just because it was a new system and it would be convenient for them to take all of the courses through DE method. All these favourable perceptions were significant in a very high level. But they also thought that DE method was just a new way of making more money by universities at the same significancy level. At a considerable level they stated DE method was an unnecessary application.

We estimate the reason of the negative perception as 'DE method was an unnecessary application' was the

profile of the respondents. All of the respondents were formal education students. They were taking only four courses in their curriculum by DE method. However ensuring better student satisfaction from DE method may change that unfavourable perception.

As may be seen in Table 5 analysis results about problems in DE applications, respondents stated that the

problems encountered in DE system were always solved by technicians in time and the lecturers were always attentive with their courses in DE method. They thought they were adequately informed about how to use DE method. Favourable perceptions were significant in a very high level. They didn't agree that the communication with the lecturer was limited at DE method.

An efficient problem reporting, solving and feedbacking system is priceless. Although the respondents stated

favourable perceptions about problem solving in DE system, analysis results in efficacy, infrastructure and acceptance level have to be thought altogether. The functionality and eficacy of DE system will increase with better problem solving ability, more interactive applications, better student satisfaction and continuous progress efforts.


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problem solving approach at organizational development activities: a research at karabuk university

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